The Comparison Of Junior High School Mathematics Textbooks Between China And Singapore

In 21st Century,countries and regions in the world have made efforts to build new curriculum based on core literacy,and put forward new requirements to adapt to the training of talents in twenty-first Century.Chinese and Singapore are based on the reality of our country,carry out education reform,Singapore has made significant achievements in the educational reform and practice.Singapore in the study of Trends in International Mathematics and Science Study in 2015,hereinafter referred to as TIMSS and Program for International Student Assessment in 2015,hereinafter referred to as PISA in the table are prominent and concern,the education system has been recognized as one of the world's best education system,Singapore in order to meet the 21st Century proposed the " 21st Century Competencies"concept and new teaching program in 2013,launched a new version of the textbook with the support of the idea.By comparing and analyzing the characteristics of the junior middle school mathematics textbooks in the new two countries,this study is expected to put forward some valuable suggestions for the compilation of junior high school mathematics textbooks in China.The study published by Shinglee press New Syllabus Mathematics Singapore Normal(Academic),junior high school mathematics textbooks in China published by people's education press and Zhejiang Education Publishing House as the research object,using literature method,comparative method,content analysis method,from the aspect of mathematics curriculum standards and textbooks Chinese and the Singapore of comparative study.Specifically,based on the overall framework of the mathematics curriculum standards and goals,from the macro aspects of the curriculum standards on graphics and geometric idea of compiling comparative study;secondly,to enter the middle level by comparing the Singapore textbook,Zhejiang version of textbook,PEP edition overall features,knowledge columns,graphics and geometry layout finally,found their similarities and differences;from the microscopic aspect graph and geometry breadth and depth of knowledge,geometric cognitive level,examples comparison aspects,draw the conclusions of this study.Singapore NA version of the text focus on "learning experience","marginal"characteristics and content of the preparation in the textbooks are introduced,from a certain point of view,the "reading and thinking" and "mathematical activities" of Chinese textbooks are similar to the "learning experience" of the NA textbooks in Singapore,but there are differences in columns.Both countries attach importance to information technology in mathematics textbooks,but the idea of how to combine information technology with mathematics is not consistent.In terms of graphics and geometry,the breadth of Singapore is larger.In terms of knowledge depth,the knowledge level of the three versions of textbooks is at the level of understanding,and the level of reasoning needs to be improved.In the geometric level,on the whole,Singapore and Zhejiang version of textbook for students to achieve NA version of formal standards closer to the three versions of textbooks;with the increasing of grades of students to achieve the requirements of the higher cognitive level geometry.In the geometric level,on the whole,Singapore NA and Zhejiang version of textbook for students to achieve version formal level requirement is close;the three versions of textbooks with the increasing of grades of students to achieve the requirements of the higher cognitive level geometry.The three versions of the textbooks all attach great importance to the cultivation of the level of geometric thinking of the students'analysis and the "non formal deduction".Three versions of the textbooks,the number of Zhejiang on graphics and geometry examples;examples of background material,the three versions of textbooks in the "background" level of examples most PEP edition and Zhejiang version of textbook on the "public knowledge" than "the number of examples background personal life" with the title,but the number of exercises in"the scientific background of the situation",the three edition of the textbook should be improved.According to the above conclusions,we put forward some valuable enlightenment for Chinese Textbooks:increase the characteristics of textbook,and truly implement practical teaching;adjust the characteristic in the textbook column,let it play its true value;ability to solve the problem of students reasoning,mathematics communication,and improve teachers' independent learning;professional quality,using the Vancil geometry thinking level teaching material;examples of diversified background,establish a vision of the consciousness of using mathematics to solve problems.